Dissertation Proposal

Serving Under-served Communities in Museums and Historical Organizations:

Creating Meaningful Public Programming

Mary Kate Stringer

Middle Tennessee State University Public History Program

27 April 2012

Dissertation Committee: Dr. Brenden Martin, Chair

Dr. Doug Heffington Dr. Dawn McCormack

Dr. Lisa Pruitt Dr. Carroll Van West

2

Abstract: Throughout history there have been many populations that have been discriminated against or ignored by institutions and organizations of all types. The same is true of museums, and some might argue that those problems still exist today. Even with the Americans with Disabilities Act it seems that museums and historic organizations are still behind in reaching out to and welcoming people with learning or developmental disabilities. This dissertation will explore past and current relationships and attempts at inclusion of people with developmental or cognitive disabilities, and possible alternatives and programming developed specifically for secondary education students who are in special education classrooms at museums and historical organizations. This dissertation will also include a model for museums to use in developing programming and welcoming under-served populations into organizations.

3

Preliminary dissertation research has inspired me to explore special education in

secondary schools and how public history can relate to various communities of people with

disabilities that have previously been underserved by the field. Having held several

positions in education departments at museums and historical sites and organizations, I

have seen a severe lack of opportunities for people with special needs or learning

disabilities and in many cases the complete nonexistence of programming for this group of

people. My dissertation research will focus on how people with disabilities, predominantly

students in special education classrooms, can be better served by professionals in the

public history field, principally through educational programs in museums and historical

organizations.

My dissertation will address questions about the past relationship between

museums and people with disabilities, the history of special education, the history of

museums as collections of curiosities, why students in special education classes are not

taken on more educational field trips, what the obstacles and challenges are to taking

students on field trips, and also why field trips to museums or cultural organizations would

be beneficial as field trip sites. I will explore user-friendly tactics for students, teachers,

aides, and museum professionals and staff members.

Preserving and distributing knowledge have been the major pillars of museums

work for the modern age. Racial and ethnic inclusiveness were addressed, particularly

throughout the Civil Rights Movement and the decades that followed, and accommodations

have also been made for physical disabilities with the Americans with Disabilities Act.

However, as stated before, many times “the world” has excluded learning disabled people.

This dissertation will strive to address the history of special education, explore the past

4

attempts of museums to include people with disabilities, and offer a model for museum

educators to address the deficiencies of educational programs for visitors with learning or

developmental disabilities. Universal design is being largely embraced by the museum

community, and creating museum exhibits that work for the largest audience at all times

would help serve this community immensely. However, also creating specific

programming to target audiences such as students with developmental or learning

disabilities will be very beneficial. I will create programs for special education students

that help them also see the world as an interconnected, diverse place where all are

welcomed to interact and engage with the various communities in existence.

It is of utmost importance to develop these programs in league with people with

learning disabilities and educators in the special education field. I will ask them to

collaborate with me to meet their goals while also meeting the goals of education in the

museums and with museum collections. Informal conversations with educational

classroom assistants indicate that students are routinely taken on the same amount of field

trips per year that “mainstream” students attend. However, these field trips generally

seem to be to such locations as shoppings malls or movie theaters.

In addition to evaluating information on how museums and cultural organizations of

the past treated people with disabilities, in my dissertation I will also present information

about how modern museums react to their learning disabled visitors, as well as their

sensitivity and awareness to issues regarding these visitors, especially at the secondary

level. Lastly, I will present a model for museums to use to develop specific programming

and exhibits for people with learning disabilities.

5

This model for museums and historical organizations will be used for creating

programs for special education classes in each organization’s respective communities. This

will help engage the community with the organization while also educating students who

have previously felt unwelcome at these sites. I will also use my dissertation writing year

to put into action the ideas and plans I am currently developing. I will use the resources at

the various museums and sites with which I have created a relationship, particularly the

Sam Davis Home in Smyrna, and I will travel to other areas to conduct research with

diverse populations outside of my area. I will work with a special education teacher and

students as well as the Sam Davis Home to create meaningful programming. Measuring

the success of this program will be difficult because of special education curriculum

requirements and the students’ special needs, but through surveys of students and

teachers, as well as observable data, I will be able to make an assessment of the successes

and failures of the programming.

I have several resources I will utilize throughout this process. I know several special

education teachers in my personal life including close friends and family members.

Additionally, I have made a professional contact with Dr. Craig Rice of the Middle

Tennessee State University Special Education graduate faculty. I will work on case studies

and research through partnerships with local museums. I am also compiling an extensive

bibliography of a multitude of education books, museum education manuals, and other

historiographical sources that interpret the history of disabilities and cultural

organizations.

One of the experiences I had during my time as a doctoral student that sparked this

research idea took place at the Sam Davis Home. There, special education students from

6

Lavergne and Smyrna have the opportunity to do service projects around the historic home

such as sweeping, picking up sticks across the property, or doing small maintenance work

throughout the buildings. In conversations with their educational aid who attended the

weekly trips to the property it was discovered that the students did have the chance to go

through the museum and see the house, but they were not really given the experience that

most children get on a field trip, or even most visitors get when taking a tour. This seems

problematic since the site is a historic home with a great history and fabulous educational

opportunities.

During the summer of 2012, I will work as an assistant counselor at Camp Will in

Franklin, Tennessee. The camp is a specialized therapeutic day camp for individuals with

physical and/or developmental disabilities. The goal of the camp is to “build confidence

and self-esteem, enhance social skills, foster independence and provide an exciting and fun-

filled summer for the campers through swimming, dance, art, music and recreation

therapy.”1 This will put me in contact with the community my dissertation focuses on in

order to better learn their needs and wants. The director of the camp, Traci Hamby, is a

certified recreational therapist and has already served as a great resource for my research.

I believe that my time working at Camp Will and with Ms. Hamby will continue to be

beneficial.

From May 7 until May 12 I will undertake research in New York City, New York to

meet other museum professionals and learn about programming that is currently being

presented or developed. I have set up several meetings to talk about programming with

the following individuals and museums. Lori Stratton is a Recreational Therapist who has

1 http://www.wcparksandrec.com/seniors-therapeutics/activities, Accessed April 2, 2012.

7

trained museum educators throughout New York City on how to work with students with

learning disabilities. She used to work at the Transit Museum in Brooklyn and now works

at the Intrepid Museum. Dara Cohen is an educator at the Jewish Museum, which has

developed some programming days for students with disabilities. Danielle Linzer is the

Manager of Access and Community Programs at the Whitney Museum of American Art, and

has agreed to meet and talk with me about programming during my trip. Lynette Morse,

an Educator at the New York Transit Museum, has also agreed to meet to talk about their

autism programming. Laura Steefel-Moore is in charge of Community and Access Programs

at the Museum of Modern Art; she invited me to observe the “Meet at the MOMA” program

for adults with dementia and later talk with staff about programs for their elderly

community. Sarah Litvin, Education Associate at the Lower East Side Tenement Museum

has also been in contact to meet and talk about their programming opportunities. I have

also been in contact with other members of the New York City Access Consortium, and I

believe this will be an excellent resource for the dissertation research process. A series of

questions for museum professionals, physicians, and special education experts and

educators is included at the end of this proposal.

This research will add to the historiography of the public history and museum

education fields. As far as I can tell from preliminary research, this is not something that

has been done on an extensive scale or been published. The information I will uncover and

the model I will develop are seemingly groundbreaking. I have yet to find resources or

articles specifically related to teaching people with learning disabilities in museums. My

research and consequent articles and dissertation should pave the way for others

8

interested in pursuing the inclusion of learning disabled people in museums and historic

organizations.

The historical context for this dissertation is found in information about institutions

such as the Mutter Museum of Medical Curiosities in Philadelphia, Pennsylvania and at the

Sideshows of Coney Island, New York. By looking at the past treatment of people with

disabilities by museums and exhibits, where they were essentially treated as exhibits

instead of valued visitors, I will investigate the history of these exhibits and offer

alternatives to this previous relationship.

As for historiography, there is little information about historical museums and

special education program opportunities. There is information on physical disabilities and

on students and the arts, but searches for information about museum programming or

exhibits in relation to students with learning and developmental disabilities have yielded

no results. As for dissertations and theses, there do not appear to be any written by

historians or from the point of view of the museum. A view from museums is particularly

important for the field of public history; if they are to be truly public, they must address all

audiences. No real evidence of others attempting this is obvious from looking at

conferences, blogs, internet interactions, or other resources. When the topic is mentioned

to other museum professionals it seems obvious that this area is the next frontier to

approach in reaching out to the community of people with disabilities.

Phone conversations with Karen Wade of the Homestead Museum in Los Angeles

County, California indicate that the historic home and museum staff are attempting to run

some pilot programs for adults with Alzheimer’s and developmental disabilities later this

year. However, specific programming for students has not been addressed. The Transit

9

Museum in Brooklyn, New York and the Jewish Museum in New York City have done

programming specifically for students with autism in the past. The Museum of Modern Art

in New York has also worked on programming for elderly adults with dementia.

My professional teaching residency project at Middle Tennessee State University

gave me the opportunity to think about historical context and content and how it can be

presented to various groups of people. Having a Master of Arts degree in Ancient History, it

can be difficult to find a way to communicate the vast span of history to a group of

undergraduate non-History major students. Compiling all the information into a single

semester that covers world history from the beginning of time (Paleolithic and Neolithic) to

1500 CE is a daunting task indeed. Making connections and creating a sense of relevance is

key. Through this experience I was able to grasp the differences in learning levels, interest,

and understanding that my class of wide diversity embodied. This will be essential in

developing program relative to a specific site for a group of people with learning and/or

developmental disabilities.

The research and dissertation will bring new audiences to museums, serve a new

population in museums, involve a new community in the process, and provide more

opportunities for students and museum staff. This could also possibly provide educational

jobs and work service opportunities, or volunteer experiences for students. Specialized

programming has the potential to reach more students and families, spark other interests

in students, inspire children, teach students something new and worthwhile, while also

providing social, educational, physical, and motor skill education to students.

10

Outline:

Chapter One: Introduction Introduction of questions and thesis Define museum programming, learning/developmental disabilities, museum

education Historiographical review to include discussions of the past treatment of community

by museums and historical organizations, the state of museum education, and public history and ADA compliance

Discussion of general themes and questions for specifically targeted museum education (grade level, disabilities)

Methodology (case studies, chapter information) Chapter Two: History of Disabilities and Museums

Disability history overview Exhibits or “sideshows”, portrayals (freakshows, films, advertising) How the past has informed the present – attitudes and shortcomings Development of special education, history of special education ADA Compliance – a history, consequences,

Chapter Three: Museum Education programs

How to welcome students to museums How existing programs might be adapted for use with special education Small budgets and staffs – options for “low maintenance” solutions Incorporating motor, social, physical skills with education General exhibits for sped? Similarities/differences between “mainstream” and sped education

Chapter Four: Sensitivity and Awareness: Preparing the Museum and Staff

TN Association of Museums Conference Panel session Training TN State Museum Security Guards Fall Workshop – “Disability and Your Cultural Organization: Sensitivity and Strategies

for Going Beyond ADA” at MTSU

Chapter Five: Creating a Model and presentation of created model The Special Education student – differences, similarities, problems Why target this audience? Success and failures, the process of creating a model What goes into it – research, interviews? Model itself How is it successful? How is that measured? How can it be adapted?

Chapter Six: Conclusions

Introduction

11

How to use the model in different museums, adaptation – conferences, list-servs, websites, presentations, - how will I make this available?

Where does this research leave the discussion of students with learning disabilities in museums?

Where should/could the discussion go? (future consideration / research)

12

Plan for Completion: Research Plans and Travel, professional contacts, IRB

o May 7-12, 2012: Travel to New York City, NY for research meetings

o IRB – in contact with Emily Borne for further review and assistance

o In contact with Mutter Museum for informational research visit

Funding

o Assistantship - tuition and living expenses (~$1000/month)

o ZTA Scholarships – applied (from $1500-9000) – announced late July 2012

o Research travel – Public History program funds up to $500/year

o Research grant from Dean Allen and College of Graduate Studies and Office of

Research: $1000 for research trip in New York City

o Minimal payment for working with Williamson County summer day camp, Camp

Will in Franklin, TN

o Bart McCash Memorial Scholarship - $2000

13

Benchmarks for Completion: Summer Semester: 3 Dissertation hours May 7 – 12, 2012 – Travel to New York City, NY to meet with several museum professionals and members of the Museum Access Consortium (Lori Stratton: Recreational Therapist formerly of the Transit Museum, now at the Intrepid; Dara Cohen: Jewish Museum, NYC; Danielle Linzer: Manager of Access and Community Programs at the Whitney Museum of American Art; Lynette Morse: Educator, New York Transit Museum; Laura Steefel-Moore: Community and Access Programs at the Museum Of Modern Art; Sarah Litvin: Education Associate, Lower East Side Tenement Museum, and more as may arise) June 1 – July 20, 2012 – Work as assistant camp counselor at Camp Will in Williamson County August 2012 - Complete draft of Chapter 1 (Intro) and Chapter 2 outline Fall 2012: 6 Dissertation hours October 2012 - Complete draft of Chapter 2 (History of Disabilities) November 3, 2012 – “Disability and Your Cultural Organization: Sensitivity and Strategies for Going Beyond ADA” workshop at MTSU November 2012: Complete draft of Chapter 3 (Museum Education programs) December 2012: Complete draft of Chapter 4 (Sensitivity and Awareness) Spring 2013: Dissertation hours January 2013: Complete draft of Chapter 5 (Creating a Model and presentation of created model) February 2013: Complete draft of Chapter 6 (Conclusions) March 2013: Full, revised draft to Chair April 2013: Further revisions, full draft to committee Defense (2nd or 3rd week?) May 2013: Graduate!

14

Schedule of questions for museums/professionals on NYC trip: 1. What kinds of programs do you offer on a daily basis for field trips? 2. What kinds of programs do you offer for people with special needs or disabilities? 3. What disabilities or disorders do you focus on? 4. How do you feel about universal design? Is that incorporated into your exhibit design?

Programming? 5. How did you research for program development? 6. Do you have a specific staff member or set of staff members that you work with on this? 7. What resources did you use outside of the museum (community, consultants, experts,

audience members)? 8. How do you evaluate results of programming? 9. What kind of sensitivity and awareness programs or training do you have for staff? 10. How do you advertise your programming to the public? 11. Museum mission and education mission? 12. How does the staff, board, community, etc react to these programs? 13. Recommendations, do’s and don’ts, problems, suggestions?

15

Questions for Coney Island Board Member, Dr. Jeffery Birnbaum

1. What kind of work do you do with Coney Island? 2. What is your background? 3. What are your research interests? 4. What do you know about the past of disabilities in museums or sideshows? 5. How have things changed? How have they stayed the same? 6. What is the future of sideshows and freakshows? 7. Suggested readings and/or films?

16

Questions for special education teachers/students/aides/experts

- Joe Tilley - sent - Dr. Craig Rice - Susie Jackson - sent - Abby Gatreau’s mom - Sara Cantrell (good source as former museum professional!) - sent - Brent Bonds - sent - Stacie Bradshaw - sent - Dee Brock - sent - Teachers in Rutherford County areas - Traci Hamby - Kristen Clary - Michael Dunn Center – Roane County

1. What is the dynamic of your class (ages, disabilities, teacher – student ratio) 2. Where do you typically go on field trips? Why? 3. What do you want to get out of a field trip? 4. How do you measure successful programming/education? IEPs and standardized

testing? 5. How often are students placed in inclusion classes, and what are your thoughts on

that? What classes to they attend with “mainstream” 6. What kinds of cultural activities does your class do (arts, music, history) 7. Have you taken your students to cultural institutions (art museums, children’s

museums, history museums, historical sites)? Why or why not? 8. What would you need as a class/teacher to feel comfortable going on such a field

trip? 9. Would a field trip to a cultural institution be something you would consider worth

your time and trouble? Good or bad for the student? 10. What kinds of programming would you like to see for your students? (educational,

tactile, entertaining, physical, one-on-one, with “mainstream” students)

17

Selected Bibliography Learning Disabilities and Disability History

Adams, Rachel. Sideshow U.S.A.: Freaks and the American Cultural Imagination. Chicago: University of Chicago Press, 2001. Aldon, W.L. Among the Freaks. New York: Longmans, Green, 1896. Barnes, Colin, Geoff Mercer, and Tom Shakespeare. Exploring Disability: A Sociological Introduction. Cambridge, U.K.:Polity, 1999. Baynton, Douglas C. Forbidden Signs: American Culture and the Campaign against Sign Language (Chicago: University of Chicago Press, 1996. Blandy, Doug. “Community-Based Lifelong Learning in Art for Adults with Mental Retardation: A Rationale, Conceptual Foundation, and Supportive Environments.” Studies in Art Education, Vol. 34, No. 3 (Spring, 1993), pp. 167-175 Bogdan, Robert. Freak Show: Presenting Human Oddities for Amusement and Profit. Chicago: The University of Chicago Press, 1988. Bondeson, Jan. A Cabinet of Medical Curiosities: A Compendium of the Odd, the Bizarre, and the Unexpected. New York: W. W. Norton & Company, 1999. Boyle, J.R., & Yeager, N. (1997, March/April). “Blueprints for learning: Using cognitive frameworks for understanding.” TEACHING Exceptional Children, 29(4), 26-31.

Burgdorf, Robert L. Jr. Restoring The Ada And Beyond: Disability In The 21st Century

Cramer, S.C.C., & Ellis, W. (Eds.). Learning disabilities: Lifelong issues. Baltimore, MD: Paul H. Brookes. Deshler, D.D., Ellis, E.S., & Lenz, B.K., 1996. Downs, David Wright. The History of a Disability. Duchardt, B.A. (1995, Summer). “A strategic intervention for enabling students with learning disabilities.” Learning Disabilitiy Quarterly, 18(3), 186-201. Durbach, Nadja. The Spectacle of Deformity: Freak Shows and Modern British Culture. Engelman, Elysa. “History Through Deaf Eyes”The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 101-108 Feinstein, Adam. A History of Autism: Conversations with Pioneers. Fiedler, Leslie. Freaks: Myths and Images of the Secret Self. New York: Doubleday, 1978.

18

Grandin, Temple. The Way I See it. Grandin, Temple. Thinking in Pictures. Hancock, Mary E.. “Making and Breaking Boundaries” The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 7-8 Hartzman, Marc. American Sideshow. New York: Tarcher, 2006. Harwell, Joan M. and Rebecca Williams Jackson. The Complete Learning Disabilities Handbook: Ready-to-Use Strategies and Activities for Teaching Students with Learning Disabilities. Jossey-Bass, 2008. Harwell, Joan M. Complete Learning Disabilities Handbook: Ready-to-Use Strategies & Activities for Teaching Students with Learning Disabilities. Jossey-Bass, 2001.

Kudlick, Catherine J. “Disability History, Power, and Rethinking the Idea of "The Other".” PMLA, Vol. 120, No. 2 (Mar., 2005), pp. 557-561

Kudlick, Catherine J.. “Disability History: Why We Need Another "Other".” The American Historical Review, Vol. 108, No. 3 (June 2003), pp. 763-793.

Kudlick, Catherine. “The Local History Museum, So Near and Yet So Far.” The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 75-81. Lindop, Margaret H. ed. Keys to Effective LD Teaching Practice. 2002 Linton, Simi. “What Is Disability Studies?” PMLA, Vol. 120, No. 2 (Mar., 2005), pp. 518-522 Longmore, Paul K. and Lauri Umansky, eds., The New Disability History: American Perspectives (New York: New York University Press, 2001. Longmore, Paul. Why I Burned My Book and Other Essays on Disability (Philadelphia: Temple University Press, 2004. Nadis, Fred. Wonder Shows: Performing Science, Magic, and Religion in America. Jersey: Rutgers University Press, 2005. Noll, Steven. Feeble-Minded in Our Midst: Institutions for the Mentally Retarded in the South, 1900-1940. Osgood, Robert L. The History of Special Education: A Struggle for Equality in American Public Schools.

Ott, Katherine. “Disability and the Practice of Public History: An Introduction.” The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 9-24

19

Pierangelo, Roger. The Special Educator's Survival Guide. Jossey-Bass, 2004. Poole, W. Scott. Monsters in America: Our Historical Obsession with the Hideous and the Haunting. Baylor: Baylor University Press, 2011.

Potts, Patricia. “What's the Use of History? Understanding Educational Provision for Disabled Students and Those Who Experience Difficulties in Learning.” British Journal of Educational Studies, Vol. 43, No. 4 (Dec., 1995), pp. 398-411

Richards, Penny L. “Online Museums, Exhibits, and Archives of American Disability History” The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 91-100 Schweil, Susan M. The Ugly Laws: Disability in Public. New York: New York University Press, 2009. Shapiro, Joseph P. No Pity: People with Disabilities Forging a New Civil Rights Movement New York: Times Books, 1993. Shelton, Carla F. The Exceptional Teacher's Handbook: The First-Year Special Education Teacher's Guide to Success. Corwin Press, 2009. Smith, Corinne and Lisa Strick. Learning Disabilities: A to Z: A Parent's Complete Guide to Learning Disabilities from Preschool to Adulthood. Free Press, 1999. Sousa, David A. How the Special Needs Brain Learns. Corwin Press, 2001. Stiker, Henri-Jacques. A History of Disability (Williams Sayers, trans.) (Ann Arbor: University of Michigan Press, 1997. Strichart, Stephen S. and Charles T. Mangrum. Teaching Learning Strategies and Study Skills To Students with Learning Disabilities, Attention Deficit Disorders, or Special Needs. Terry, Jennifer and Jacqueline Urla, eds., Deviant Bodies: Critical Perspec-tives on Difference in Science and Popular Culture (Indianapolis: Indiana University Press, 1995. Terry, Jennifer and Urla, Jacqueline, eds. Deviant Bodies. Indianapolis: IN Univ. Press, 1995. Thomson, Rosemarie Garland, ed. Freakery: Cultural Spectacles of the Extraordinary Body. New York: New York University Press, 1996. Thomson, Rosemarie Garland. Extraordinary Bodies: Figuring Physical Disability in American Culture and Literature Trent & Noll, Mental Retardation in America, a Historical Reader. Trent, James. Inventing the Feeble Mind: A History of Mental Retardation in the United States.

20

Van Cleve, John Vickrey and Barry A. Crouch, A Place of Their Own (Washington, D.C.: Gallaudet University Press, 1989. Ward, Irene M. and Tim Harrington. The 10 Commandments of Communicating With People with Disabilities: Disability Awareness Training. [DVD]. Distributed by Program Development Associates, Columbus, OH; Cicero, NY, 2007 Museums, Exhibits, and Museum Education AAM Code of Ethics: http://www.aam-us.org/museumresources/ethics/coe.cfm Abt, Jeffrey. "Museum, History" in The Dictionary of Art. London: Macmillan, 1996. Anderson, Gail. Reinventing the Museum, Historical and Contemporary Perspectives on the Paradigm Shift. Lanham, MD: Altamira Press, 2004. Asma, Stephen T. Stuffed Animals and Pickled Heads: The Culture and Evolution of Natural History Museums. Oxford: Oxford University Press, 2003. Balsiger, Barbara Jeanne. "The Kunst- und wunderkammern: A Catalogue Raisonné of Collecting in Germany, France and England, 1565-1750." PhD diss., University of Pittsburgh, 1970. Bazin, Germain. The Museum Age. New York: Universe Books, 1967. Bennett, Tony. The Birth of the Museum: History, Theory, Politics. Burt, Nathaniel. Palaces for the People: A Social History of the American Art Museum. Boston: Little Brown and Company, 1977. Carbonell, Bettina Messias. Museum Studies: An Anthology of Contexts Caulton, Tim. Hands-On Exhibitions: Managing Interactive Museums and Science Centres, 1998. Conn, Steven. Museums and American Intellectual Life, 1876-1926. Chicago: University of Chicago Press, 1998. Dana, John Cotton. The New Museum: A plan for a new museum Dana, John Cotton. The New Museum: Selected Writings Falk, John and Beverly Sheppard. Thriving in the Knowledge Age: New Business Models for Museums and Other Cultural Institutions. Walnut Creek: AltaMira Press, 2006.

21

Falk, John H. and Lynn D. Dierking. The Museum Experience. Washington DC: Whalesback Books, 1992. Falk, John H. Learning From Museums: Visitor Experiences and the Making of Meaning, Walnut Creek: AltaMira Press, 2000. Falk, John. Identity and the Museum Visitor Experience. Walnut Creek: Left Coast Press, 2009. Findlen, Paula. "The Museum: Its Classical Etymology and Renaissance Genealogy" Journal of the History of Collections 1,1 (1989): 59-78. Findlen, Paula. Possessing Nature: Museums, Collecting, and Scientific Culture in Early Modern Italy. Berkeley: University of California Press, 1994. Fox, Daniel M. Engines of Culture: Philanthropy and Art Museums. New Brunswick: Transaction Publishers, 1995. Freece, Hannah. “A New Era for Museums”: Professionalism and Ideology in the American Association of Museums, 1906-1935” Honors Thesis, Wesleyan College. http://wesscholar.wesleyan.edu/cgi/viewcontent.cgi?article=1278&context=etd_ho n_theses Gartenhaus, Alan R. Minds in Motion: Using Museums to Expand Creative Thinking. Davis, CA: Caddo Cap Publishers, 1991. Garvin, Victoria, ed. Exemplary Interpretation: Seminar Sourcebook. Washington DC: American Association of Museums, 2001. Genoways, Hugh H and Mary Anne Andrei, eds. Museum Origins: Readings in Early Museum History and Philosophy. Walnut Creek, CA: Left Coast Press, 2008. Grinder, Alison L. and E. Sue McCoy. The Good Guide: A Sourcebook for Interpreters, Docents and Tour Guides. Arizona: Ironwood Publishing, 1989. Hancock, Mary E. “Making and Breaking Boundaries” The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 7-8. Hanington – Universal Methods of Design Hein, George E. and Mary Alexander. Museums: Places of Learning. Washington DC: Professional Practice Series: AAMEC, 1998. Hein, George. Learning in the Museum. London: Routledge, 1998. Hein, Hilde S. The Museum in Transition: A Philosophical Perspective

22

Heumann Gurian, Elaine. Civilizing the Museum. London: Routledge, 2006. Hooper-Greenhill, Eilean. Museums and Education: Purpose, Pedagogy, Performance. The Educational Role of the Museum. Leicester: Leicester Readers in Museum Studies, 2007. Hooper-Greenhill, Eilean. The Educational Role of the Museum. Leicester: Leicester Readers in Museum Studies, 1999. Hughes, Catherine. Museum Theatre: Communicating with Visitors Through Drama. New York: Heinemann, 1998. Humphrey, Thomas and Josh Gutwill. Fostering Active Prolonged Engagement: the Art of Creating APE Exhibits. San Francisco: Exploratorium, 2005. ICOM - Running a museum: A practical Handbook:

Illich, Ivan. Deschooling Society. New York: Harper and Row, 1971. Impey, Oliver and Arthur MacGregor. The Origins of Museums: The Cabinet of Curiosities in Sixteenth- and Seventeenth-Century Europe. Oxford: Clarendon Press, 1985. Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. Jennings, Gretchen, ed. “Visitor-Generated Content and Design.” Exhibitionist 28(2). Johnson, Anna, Kimberly A. Huber, Nancy Cutler and Melissa Bingmann. The Museum Educator's Manual: Educators Share Successful Techniques. American Association for State and Local History, 2009. Jones-Garmil, Katherine, ed. The Wired Museum: Emerging Technology and Changing Paradigms. Washington, DC: American Association Museums, 1997. Koke, Judy and Marjorie Schwarzer, ed. “Civic Discourse: Let’s Talk.” Museums & Social Issues 2(2). Koster, Emlyn. “The Relevant Museum: A Reflection on Sustainability”. Museum News May/June 2006. Kreamer, Christine Mullen. Museums and Communities: The Politics of Public Culture Kudlick, Catherine. “The Local History Museum, So Near and Yet So Far.” The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 75-81.

23

Li, Charlene and Josh Bernhoff. Groundswell: Winning in a World Transformed by Social Technologies. Boston: Harvard Business School Publishing, 2008. Lord, Barry and Gail Dexter Lord. The Manual of Museum Management. Maffei, Nicolas “John Cotton Dana and the Politics of Exhibiting Industrial Art in the US, 1909–1929” - http://jdh.oxfordjournals.org/content/13/4/301.abstract Majewski, Jan. Smithsonian Guidelines for Accessible Exhibition Design, 1987 Majewski, Jan. “Part of Your General Public is Disabled”, American Association of Museums, 1987. McCarthy, Kathleen D. Women's Culture: American Philanthropy and Art, 1830-1930. Chicago: Univ. of Chicago Press, 1991. McLean, Kathleen and Wendy Pollock, ed. Visitor Voices in Museum Exhibitions.Washington D.C. Association of Science and Technology Centers, 2007. McLean, Kathleen. Planning for People in Museum Exhibitions. Washington D.C.: Association of Science and Technology Centers, 1993. Mullaney, Steven. The Place of the Stage: License, Play, and Power in Renaissance England. Chicago: University of Chicago Press, 1988. National Standards and Best Practices for Museums Norman, Donald. The Design of Everyday Things. New York: Doubleday, 1990. Orosz, Joel J. Curators and Culture: The Museum Movement in America, 1740- 1870. Tuscaloosa: Univ. of Alabama Press, 1990.

Ott, Katherine. “Disability and the Practice of Public History: An Introduction.” The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 9-24.

Percoco, A Passion for the Past Pumpian, Ian, Douglas Fisher and Susan Wachowiak. Challenging the Classroom Standard Through Museum-based Education: School in the Park. New York: Elbraum, 2005. Pye, Elizabeth. The Power of Touch: Handling Objects in Museum and Heritage Context Richards, Penny L.. “Online Museums, Exhibits, and Archives of American Disability History” The Public Historian, Vol. 27, No. 2 (Spring 2005), pp. 91-100.

24

Richner, Nancy, Fran Prezant and Pearl Rosen. “All Access Pass: Making a Small Museum Disabled-Friendly” Museum News, July/August 2006. - http://www.aam- us.org/pubs/mn/MN_JA06_richner-allaccess.cfm

Roth, Stacy F. Past Into Present: Effective Techniques for First Person Historical Interpretation. Chapel Hill: The University of North Carolina Press, 1998. Rozenweig, History of Museums in the United States: A Critical Assessment Schwarzer, Marjorie. Riches, Rivals, And Radicals: 100 Years of Museums in America Shelton, Anthony Alan, "Cabinets of Transgression: Renaissance Collections and the Incorporation of the New World" in The Cultures of Collecting ed. by John Elsner and Roger Cardinal (Cambridge: Harvard Univ. Press, 1994): 177-203. Sherman, Daniel J. Museums and Difference (21st Century Studies) Shirky, Clay. Here Comes Everybody: The Power of Organizing without Organizations. New York: Penguin Press, 2008. Simon, Nina. The Participatory Museum. Santa Cruz: Museum 2.0, 2010. Stanton, Philip, ed. Repensar el Picasso. Barcelona: Agpograf, 2009. Steffensen-Bruce, Ingrid A. Marble Palaces, Temples of Art: Art Museums, Architecture, and American Culture, 1890-1930. Lewisburg, Pa.: Bucknell University Press, 1998. Surowiecki, James. The Wisdom of Crowds. New York: Anchor Books, 2005. Von Holst, Neils. Creators, Collectors, and Connoisseurs. New York: Putnam, 1967. Weil – Making Museums Matter Wittlin, Alma S. Museums: In Search of A Usable Future. Cambridge, Mass.: MIT Press, 1970. York University Press, 2006. Zorich, Diane, Gunter Waibel, and Ricky Erway. Beyond the Silos of the LAMs: Collaboration Among Libraries, Archives, and Museums. Dublin, Ohio: Online Computer Library Center, 2008. Primary Sources “The unsightly exhibition…” The News, July 23, 1887, 2. “An unfortunate showman: His indignation when taken for a tramp owing his deformities.” New York Times, July 20, 1884, 7.

25

“What are disabilities?” New York Times, Mar. 31, 1894, 4. “US History museums struggling” - http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2011/11/08/DDV81LRALT.DTL Voluntary Action Media Unit Survey: “Modern day freak shows?” - http://vamu.org.uk/downloads/modern_day_freak_shows.pdf Websites AAM New Musuem Paradigm article - http://name-aam.org/uploads/downloadables/EXH.fall_99/EXH_fall_99_Forum.pdf

AASLH Small museums Community – Accessibility in the arts http://www.smallmuseumcommunity.org/blog/2012/04/accessibility-in-the-arts/

American Association of Museums http://www.aam-us.org/ Americans With Disabilities Act Acessibility Guidelines (ADAAG) - http://www.access-board.gov/adaag/html/adaag.htm

Art Beyond Sight Organization: http://www.artbeyondsight.org

Association of Science – Technology Accessible Practices: http://www.astc.org/resource/access/index.htm

Authentic Inclusion http://www.authenticinclusion.org/

Center for the Future of Museums http://www.futureofmuseums.org/

Center on Information Technology Accommodation - http://www.itpolicy.gsa.gov/cita

City Access: New York http://www.cityaccessny.org/ Community Resources for Independence: Disability Etiquette: http://www.crinet.org/Default.aspx?PageID=2663327&A=SearchResult&SearchID=3679719&ObjectID=2663327&ObjectType=1

Coney Island USA - http://www.coneyisland.com/

Department of Transportation: Accessibility - http://www.dot.gov/citizen_services/disability/disability.html

Design for Accessibility: A Cultural Administrator's Handbook - http://www.nea.gov/resources/accessibility/pubs/DesignAccessibility/DesignAccess.pdf

Disability Access Symbols - http://www.gag.org/resources/das.php

26

Jewish Museum, New York City http://www.thejewishmuseum.org/ Kennedy Center: Accessibility http://www.kennedy-center.org/accessibility/ Learning Disabilities Online http://www.ldonline.org/

Maria Lin, “Special Needs Parenting” http://www.huffingtonpost.com/maria-lin/special-needs-parenting_b_1314348.html

Museum Access Consortium, New York City http://www.cityaccessny.org/mac.php Museum of Disability http://www.museumofdisability.org/

Museum Of Modern Art Accessibility: http://www.moma.org/learn/disabilities/index

Mutter Museum: http://www.collphyphil.org/site/mutter_museum.html

National Dissemination Center for Children with Disabilities http://nichcy.org/

National Dissemination Center for Children with Disabilities. Disability: http://nichcy.org/disability

National Organization on Disability: http://www.nod.org/

New York State Office for People with Developmental Disabilities http://www.opwdd.ny.gov/ New York Transit Museum: http://www.mta.info/mta/museum/ Parallels in Time: A History of Developmental Disabilities : www.mnddc.org/parallels/index

Smithsonian Accessibility Resources: http://museumstudies.si.edu/Header6.html

Smithsonian Accessible Exhibit Design Guideline: http://www.si.edu/opa/accessibility/exdesign/start.htm

Tenement Museum, New York City: www.tenement.org/ Texas Association of Museums ADA / Disability Resources: www.io.com/~tam/resources/disability.html The Disability Museum http://www.disabilitymuseum.org/dhm/index.html

TN Disability Coalition: http://www.tndisability.org/disability_links